Recognising the popularity of partnership models, this article questions the current literature on partnership within the humanities and explores the possibility of effectively implementing partnership within the English discipline, through exploration of the traditional modes of learning associated with specific disciplines and the barriers that exist through the traditional teacher-learner dynamic. It considers the difficulty of breaking down both the conventional learning methods of reading English and traditional hierarchies in universities in order to foster more collaborative processes. In this article, I use Fairclough's three-dimensional model of critical discourse analysis to explore 32 interviews, 12 observations and 12 policy documents from two post-1992 English universities. Negotiating partnership models in the humanities requires further exploration, with attention given to conventional methods of learning associated with disciplines, traditional learner-teacher hierarchies and the structural barriers these associations create for establishing collaborative learning relationships between academics and undergraduates.